CHAPTER 6 Preparing for the Interview T he first step in preparing for an interview is knowing as much as you can about the schools and the surrounding community where you’re inter- viewing. This knowledge serves two purposes: It helps you determine whether you really want to work in a given school or community, and it puts you at an advantage during the interview itself. These are important considerations. The former can keep you from accepting a job you’ll hate. The latter gives you an edge over other candidates. Inter- view committees are favorably impressed by candidates who take the time to research their schools and communities. It shows that you’re willing to put in extra effort and that you’re genuinely interested in them. Conversely, they’ll know very quickly if you’ve just popped in and don’t have a clue about them or their district. This chapter also clues you in on the top 21 questions that you will probably be asked at your interview. You need to think ahead of time how you will answer them. You can also rehearse your answers and practice role-playing, possibly with the help of a support group of other teacher candidates, which is discussed later in the chapter. And finally, when you think you’ve got it all together, you can videotape yourself in a mock interview and see how you will come across to the interview panel. What you see might surprise you. Do Your Homework There are many places to find out the information you need before your interview. You should research and visit the community, the school district, and the individual school. The following section gives you tips on the most effective ways to conduct this research. Research the Community There are several ways to become familiar with a community. If you can visit the prospective community, the job becomes much easier. ______________________________________________ Chapter 6: Preparing for the Interview © JIST Works 105 If the school is located in a city, try to determine its attendance area (the area from which the school draws its students). In the case of elementary schools (grades K through 6), the area probably will be relatively small. Typically, urban elementary pupils live within one to two miles of their schools. A middle school or junior high school (grades 6 through 8 or 7 through 9) might serve the graduates of many elementary schools, making its attendance area much larger. Finally, a senior high (grades 9 or 10 through 12) might serve the graduates of one or two junior high schools. Sometimes, in fact, a rather large city will have only one high school. If the school is located in a rural area, it might have a large attendance area covering many miles. In such situations, there might be only one elementary school and one high school serving pupils living 10 or more miles in all directions. After you’ve determined the attendance area, drive or bicycle through it. Talk with people or students you meet. Are they friendly and helpful? Ask how youth-oriented the community is. Do they provide parks, recreational facili- ties, and programs for their young people? Take note of the general appearance of the community. Are the houses and yards reasonably neat and clean? If you meet someone who really impresses you, try to remember his or her name. Spend half a day wandering around the area and you’ll get a good feel for the community. It’ll be warm, friendly, and trusting; cold, unfriendly, and suspicious; or something in between. By the end of your tour you’ll probably have a definite opinion about the community and its residents. If you’re unable to visit the community before the interview, you can still find out something about it by contacting the Chamber of Commerce and requesting relevant information. If there is no Chamber of Commerce, try the local Visitors’ Bureau or subscribe to a local newspaper for a month. Of course, one of the best sources of information is the city’s or town’s Web site, if one exists. Although these sources won’t substitute for actually being there, they can provide worthwhile information. Of the teacher candidates in our survey, 49 percent said they had researched the communities where they were scheduled to be interviewed. © JIST Works Inside Secrets of Finding a Teaching Job ____________________________________________ 106 In chapter 2 we talked about doing school surveys as part of your research for finding job openings. Although the research you do here is similar, there’s one big difference: The school surveys were part of your general job search strat- egy; the research you’re doing now is to prepare you for a scheduled interview for a specific position. Your motivation for researching the community takes on a new, and more exciting, meaning. Research the School District In addition to researching the com- munity, you should research the school district and the particular school where you’ll be working if you are hired. There are many sources of infor- mation on schools and school districts: ● You should start with the state schools directory for your state. This resource is avail- able in your college library or placement office and lists each county office of education for the state and the districts and schools within each county or parish, along with each school’s address, tele- phone number, size, grades taught, and administrators. ● Another source is the county schools directory, which includes more detailed information, such as each school’s staff and grade assignments. ● Access the school district’s Web site, which should include specific information about each of the schools within the district. You can also read a specific school’s report card by accessing the Web site of your state’s board of education (see the appendix) and then clicking on the link to school report cards. These report cards contain a brief description of the school, including its location, the community it serves, its size, grades taught, and ethnicity, plus other interesting information (see the following list). To locate the school district’s Web site, go to your favorite search engine and type the name of the district. The district’s Web site should be at the top of the list of finds. ● Finally, the most comprehensive source of information on a particular school is the school’s directory or handbook, which is available at the school itself. Of the teacher candidates in our survey, 21 percent tried to learn as much as possible about the policies of the school district where they were scheduled to be interviewed. ______________________________________________ Chapter 6: Preparing for the Interview © JIST Works 107 When you’ve gathered all these resources, you’ll have the information you need about a given school or district. Here are some other items often included in a school report card: ● Student attendance ● Amount of money spent per student ● Type of textbooks used ● Salary information ● Current training and curriculum projects ● Leadership provided ● Results of student achievement tests ● Description of the facilities ● Classroom discipline and climate for learning ● Teacher evaluation policy ● Student support services offered These reports provide useful information for comparing one school to another. Visit the School Finally, the ultimate school research opportunity is a visit to an individual school campus. Most administrators welcome nonintrusive visits from teacher candidates. Notice that we said “nonintrusive.” Keep in mind that the school’s primary function is to educate students, and your visit should interfere as little as possible with that function. Call the school in advance and explain why you’d like to visit. Your evaluation of the school begins with this phone call. Chances are you’ll talk with the school secretary—usually a school’s “initial image.” How were you received? How efficiently did the person deal with your request? Assuming you’re given permission to visit, be sure to show up on time. You should dress appropriately—as if you were coming for an interview: no shorts and tank tops; no scuffed tennis shoes sans socks. You get the idea. As you drive up to the campus, check out its general appearance. Are the grounds free of litter? Does the landscaping look good? “Interviewers appreciate an interviewee who is prepared.” —Max Eggert in The Perfect Interview © JIST Works Inside Secrets of Finding a Teaching Job ____________________________________________ 108 Next, check out the building itself. Is the paint in good condition? Is there litter or graffiti? Are the windows and doors clean? The age of the building shouldn’t affect the learning going on inside its walls; in fact, an old building that’s clean and well-maintained will almost always house an educational program superior to that of a newer building that’s dirty and poorly main- tained. The physical appearance of a school tells volumes about its students, staff, and program. As you enter the building, what do you see? Are signs posted giving clear directions to the office, or are you greeted with blank walls and left to figure it out for yourself? Go to the office immediately, by the way, because adminis- trators don’t like strangers wandering around the campus. As you enter the office, are you met with a warm greeting and a smile? Or do you feel like you’re entering a war zone? Do you sense a cold, “What do you want? Can’t you see we’re busy here?” attitude? In most cases, you’ll be received with a warm greeting. School secretaries, we’ve found, are almost always friendly and helpful. At this time you’ll be given directions for your visit. You might have an opportunity to visit briefly with the principal, or the secretary might direct you to a particular classroom. If you visit a classroom, the general rule is to enter without knocking. If the teacher is presenting a lesson or working with a group of students, move to the back of the room and wait for the teacher to come to you. If the teacher is not occupied with students when you enter, approach him or her and introduce yourself. The teacher will then tell you where to sit during your observation. It’s usually best to observe from the rear of the classroom so that you don’t distract the students. Try to talk with any staff members you meet during your visit; they’ll help you form an opinion of the school. Visit the playground and the staff room during breaks, and the student dining area and faculty lounge during lunch. If you spend only three hours on a campus (say, from 10 a.m. to 1 p.m.), you won’t know every- thing about a school, but you’ll know considerably more than most candidates for the position. “Talking to teachers in the district (where I was to be interviewed) got me headed in the right direction.” —Middle-grade science teacher in North Dakota ______________________________________________ Chapter 6: Preparing for the Interview © JIST Works 109 Before leaving the campus, check back at the office and thank those respon- sible for your visit. You might also send a thank-you note later that day. This is a classy touch that makes you stand out from other candidates. Taking time to research a community and its schools won’t assure you a job; however, it will enhance your chances of being offered a contract—and it just might keep you from signing a contract you would regret later. Network with Other Teacher Candidates In chapter 2, we discussed networking as a process of making contacts and establishing relationships as part of the job search. The kind of networking we’re talking about here is the same concept, but on a much smaller scale. It involves forming a network of a half-dozen or so of your teacher-candidate friends. This cozy little group, in effect, becomes a support group as much as a networking team, so it’s important to find people who share some basic qualities with you, including these: ● They have a sense of humor. ● They’re seeking jobs close to the same grade level. ● They share common ideas about the job search. ● They buy into the philosophy of small-group networking. Although it’s best to have at least five or six members, if you can find only three or four who meet the criteria, go ahead and form a group. The group’s closeness and compatibility are more important than the number of members. Here are some ways you and the members of your network group can be helpful to one another: ● You can share ideas and information about job leads and job search tips. ● You can give and receive advice and con- structive criticism. (Remember, this should always be done in a good spirit.) ● You can encourage each other as much as possible. ● You can do mock interviews and role playing, and respond to hypotheticals and possible interview questions (more about these later in this chapter). Of those responding to our survey, 52 percent said they networked with other teacher candi- dates, sharing tips and lending support. © JIST Works Inside Secrets of Finding a Teaching Job ____________________________________________ 110 ● You can discuss strategies of the interview process, like these: ✏ Questions that candidates should ask during the interview ✏ Questions to avoid during the interview ✏ Body language ✏ Social skills ✏ Voice, grooming, and attire ✏ Attitude As members of the group sign teaching contracts, they should be encouraged to stay with the group as long as they can, offering sup- port, encouragement, and con- structive criticism, especially during mock interviews. One note of caution regarding these networking groups: Remember that your small support group is only one part of your total networking effort. Don’t let your cozy little group become so warm and comfortable that you neglect your other job search efforts. Later, we’ll talk about a couple ways to put your group to work, specifically as you prepare for the interview itself. You’ll find suggestions for using a video camera during your meetings, which will boost your confidence when it comes time for real interviews. You’ll also see why we listed “a sense of humor” as an absolute necessity for each member of the group. It should be fun, so read on. Prepare Responses to Possible Interview Questions When you walk into an interview room, you’ll have about 30 minutes to sell yourself. During this brief time you might be asked only 8 or 10 questions. Your responses to these questions are crucial. Because you don’t know which questions will be asked, you need to be prepared for anything. The fact that you were called for an interview—that you made the paper cut—means that they like you so far. Now it’s up to you to impress them with your excellent responses to their questions. Your responses should be “Networking with other teacher candidates led me to pursue job openings of which I was originally unaware.” —Secondary social studies teacher in New Jersey ______________________________________________ Chapter 6: Preparing for the Interview © JIST Works 111 clear and concise; don’t ramble on and on. Make your point and go on! If you’re asked a straightforward question, give a straightforward answer. On the other hand, if you’re asked an open-ended question, always take it as a valu- able opportunity to tell the interview panel what you want them to know. This might be a good time to work in some of your special skills and talents or to share something from your portfolio. Sell yourself! As we gathered information for this book, we asked interviewers what ques- tions they typically ask at the interview table. We also asked newly hired teachers what questions they were asked during their interviews. We com- bined these two lists, discarded any questions that related to isolated situa- tions, and grouped the remaining questions into two categories: The top 21 questions asked during interviews, and other frequently asked questions. The Top 21 Questions Asked During Interviews Be prepared to respond to these questions, because you’ll undoubtedly hear many of them during your interviews. Practice your responses with a friend or in front of your networking group. Ask for their constructive criticism of your answers and then polish your performance until you can respond in a natural way without hesitation. We have given you some help on this priority list of questions by offering comments about What They’re Really Asking and Tips to help you prepare. 1. What is your greatest strength as a teacher? What They’re Really Asking ● How do you perceive your talents and abilities as a teacher? ● Will you be an asset to our school and our students? Tips ● They’re crying for you to sell yourself here; don’t let them down. ● Have six or seven responses written and ready on a 3 × 5 card. ● Don’t blow smoke. ● Be “confidently humble.” 2. What is your greatest weakness? What They’re Really Asking ● How honest are you being with us and with yourself? ● How realistic are you? © JIST Works Inside Secrets of Finding a Teaching Job ____________________________________________ 112 ● What skeletons do you have in your “teaching closet” that we should know about? Tips ● Review the section in chapter 1 on ways to present a weakness as a positive. ● Don’t sell yourself down the river with your response. 3. What can you tell us about yourself? What They’re Really Asking ● What makes you special? ● Why should we hire you? ● How organized and concise are you? ● How confident are you? ● What might you bring to our children? ● Who are you? Do we want you to work with our children? Tips ● Use most of your response time selling yourself. ● Have several powerful selling points ready for this one. ● Give a brief, concise response in less than two minutes. ● This is an open-ended question, a chance for you to impress them. ● This is no time for humility, but don’t step over the line of arrogance, either. 4. What is your philosophy of classroom discipline? What They’re Really Asking ● Do you have a plan? ● How will you implement your plan? ● Do you think this is important? ● Are you going to be able to control kids? Tips ● Be ready to give an example of a discipline “ladder” or plan. ● Be prepared to tell why you like it, and give examples of how it’s worked for you. ______________________________________________ Chapter 6: Preparing for the Interview © JIST Works 113 ● Discipline is one of the most important areas of concern in schools today. Handle this subject well! 5. What steps would you take with a student who is disruptive in your classroom? What They’re Really Asking ● Do you have a classroom discipline plan? ● Can you handle most discipline problems yourself, or will you send students to the principal’s office at the drop of a hat? ● What is your general philosophy of classroom discipline? Tips ● This question is similar to question 4; be ready to describe a discipline plan and how you plan to implement it. ● Reaffirm your philosophy of discipline. ● Again, the subject of classroom discipline is a major concern for most hiring panels. 6. What kind of classroom-management plan do you like best? How would you implement it in your classroom? What They’re Really Asking ● If we walk into your classroom, what will we see going on? ● How will your lessons be planned? ● Will your students be on task and challenged? Tips ● You need to explain your management plan briefly, completely, and in an organized way. ● Interview committees are not looking for a morgue setting; nor do they want the center ring of a three-ring circus. They’re looking for an intellectually stimulating, organized, respectful environment in which students do well academically and socially. ● Explain how you’ll implement your plan in terms of behavior; recall your teacher-education classes and your student-teaching experiences. ● You’ll almost certainly be asked a question similar to this because it’s a critical area of importance in most school districts. [...]... role-play or respon to d to hypotheticals during an interview, but only 20 percent of th em had rehearsed ahead of time The atmosphere of the interview can be formal or informal, depending on the administrator or the makeup of the interview team Most interviewers try to promote a relaxed atmosphere in the hope that you’ll feel free to be yourself so that they can see the “real you.” © JIST Works 125... The value of these sessions is great, although you might not realize it until you get to the interview table, where you’ll feel ready for just about anything We realize, of course, that you might be asked a few questions that are worded differently than those listed earlier in this chapter But the underlying motives for the questions will be the same, and the confidence you gain through the mock interviews... videotape per person ● Take turns being “it” while the rest of the group plays the part of the interview panel, asking questions and presenting hypothetical scenarios for you to respond to ● After each candidate’s performance, replay the tape and immediately participate in an open, honest, constructive critique Make notes of the problem areas you want to work on before your next videotaping session ● Take turns... another group taping session as soon as possible, preferably within two weeks ● Take your tape with you so that you can watch your performance once more in the privacy of your home Study the tape carefully and work on your flaws before the next session 128 © JIST Works Chapter 6: Preparing for the Interview Schedule a third and final taping session to which everyone wears their... yourself, don’t overlook the “fun factor.” Rehearse Role-Playing and Hypotheticals Thirty-eight percent of the teacher candidates in our survey were asked to role-play or respond to hypotheticals during their interviews; only 20 percent of them had prepared for it ahead of time First, let’s look at the difference between role-playing and hypotheticals In dealing with a hypothetical, you must explain... encouragement for “Practice your you, if you’re one of those people who say, “I just interviews!” don’t interview well,” or “I choke when I get to the interview table.” You’ll find that by partici—A member of an interview committ pating in these mock interviews, your fears will ee for rural school district a dissipate substantially (although they probably in Idaho won’t disappear altogether) Just remember... a certain amount of nervousness at the interview table For that matter, we’ve had several personnel directors, principals, and other members of interview committees tell us that they get nervous or uncomfortable when conducting an interview So, don’t let the butterflies in your stomach make your head spin, too! By participating in mock interview sessions; accepting the friendly critique of your networking... remember when the toughies would be something like, “Suzie has an eraser stuck up her nose,” or “Jason threw up in the back of the bus.” If you’re asked a really sticky question (like the preceding Holocaust question), you can always tell the hiring panel that you would seek the advice of your site administrator And if the interview committee throws you a very difficult hypothetical, remember that there could... subject (secondary)? What They’re Really Asking ● ● ● Are you flexible? Do you have enough confidence to consider other grade levels or subject areas? How’s your attitude? Tips ● ● You need to think about this possibility in advance The committee might have already found the right person for the advertised position, and now they’re looking for someone who can adapt to their needs if another position becomes... to hypotheticals, it’s time to videotape a mock interview You will find this to be the most valuable thing you can do in preparation for the real thing “I hear and I forget I see and I remembe r I do and I understa nd.” —Chinese proverb Get together with some of your networking buddies and find yourselves a very private room where you can get down to the serious business of videotaping one another We . CHAPTER 6 Preparing for the Interview T he first step in preparing for an interview is knowing as much as you can about the schools and the surrounding. find out the information you need before your interview. You should research and visit the community, the school district, and the individual school. The following